The Perception of Induction System on Headteachers and Assistance on Public Basic School in West Mamprusi Municipality in the Northeast Region of Ghana

The study was conducted to investigate the perception of induction system on public basic schools in the West Mamprusi Municipal in the Northeast Region. The objectives of the study were to find out some of the training and induction programs that are organized in basic schools in the study area, determine the causes of ineffective induction programs organized in basic schools in the study area and to ascertain the perception of induction programs on teaching and learning in basic schools in the study area. The researcher used descriptive survey design to collect quantitative data for the study. The targeted population was one hundred and twenty 120 head teachers and assistant head teachers of the public basic schools in the West Mamprusi Municipality. Based on the findings, some other induction programs organized in some of the schools include; training on the use of methodologies in teaching, training on guidance and mentoring new teachers, training on school and community relationship, health and safety training, training on GES code of ethics and training on lesson plan preparation. Based on the findings it can be concluded that induction programs supports and mitigates teacher attrition, increases career commitment, and contributes to retention through meeting teachers' personal and professional needs which also include improvement in professional growth and development, effective integration of new employees to the organization and providing new teachers with training tools and Other needs. Also working conditions play a significant role in teacher career satisfaction and commitment as the findings depicted.

análisis de los costos ocultos como punto de partida para el crecimiento en las miypes en Puerto Vallarta, Jalisco

En la actualidad las micro, pequeñas y medianas empresas (mipymes) enfrentan grande retos como baja productividad y falta de disciplina por parte de los empleados, ocasionando así, problemas laborales referentes a los costos ocultos, considerados también como gastos innecesarios, ya que estos surgen en las operaciones diarias de la empresa a causa de la falta de comunicación entre el personal o equipo de trabajo, desmotivación, por conflictos, de esta manera se genera una mala planeación en la estructura de la organización y por ende hay perdidas de utilidades, que la empresa no detecta a simple vista. El presente artículo tiene como finalidad analizar los costos ocultos como punto de partida de crecimiento en las micro y pequeñas empresas de puerto vallarta, con diseño no experimental, alcance descriptivo. La muestra fue de 320 empresas, se realizó un instrumento de 12 dimensiones y 62 items. Los resultados encontrados muestran que las condiciones de trabajo son buenas, un clima laboral agradable, herramientas indispensables para realizar sus actividades, capacitación exporadica, sin embargo se observa el retrabajo, la perdida de potencias estrategico y la comunicación-concertación como principales generadores de costos ocultos. Abstract Today micro, small, and medium enterprises (MSMEs) are confronting great challenges such as low productivity and a lack of discipline on behalf of their employees. This is causing labor related issues associated to hidden costs, which are also considered unnecessary expenditures, arising from an enterprise’s day-to-day operation. This situation is given to the lack of communication among their personnel or workforce, leading to conflict or demotivation. As a consequence, poor planning within the organization’s structure is generated and thus losses in utilities. The aim of this article consists of the analysis of hidden performance as a starting point to boost growth in MSMEs in Puerto Vallarta, Jalisco. For this purpose, we worked with a sample which consisted of 325 enterprises from commerce, services and industrial sectors, an instrument was devised consisting of 12 dimensions and 31 items. Among the main conclusions we found that poor labor conditions and the inexistence of formal induction programs, entails MSMEs workers to operate with the least required effort and indifference in the quality of their tasks, thus generating inefficiencies.

School Administrator Engagement in Teacher Induction and Mentoring: Findings from Statewide and District-Wide Programs

Research shows that school administrators’ engagement is vital in creating a structure supportive of induction and mentoring for early career teachers. This article details a mixed-method research study that examined the role and impact of school administrators’ engagement in four teacher induction programs in the United States (two statewide and two district-wide) supported by the New Teacher Center. The results identify administrator role expectations and participants’ perceptions of the programs, and they indicate how vital school administrators’ leadership and commitment are to a successful program. The article concludes with implications for theory, practice, policy, and further research.

Teacher Induction That Works

For over 25 years, the CADRE Project has developed both new (or beginning) and veteran teachers. This induction program's success is linked to the collaboration between one university and multiple local school districts. Nearly 100% of CADRE participants have remained in education, and over half of them have moved into leadership roles. During summer 2018, the researchers distributed 675 online surveys to past participants. Responses yielded a 65% response rate. Analysis produced the following three themes: empowerment, retention, and leadership. The researchers propose a conceptual framework showing the interaction among the three themes and connect the themes to collective efficacy. The researchers close by outlining future directions for research and recommendations for other induction programs.

Investigating the Impacts of Coaching and Mentoring Through Induction on the Experienced Teachers

Since induction programs are generally implemented for beginning teachers, those designed in response to experienced teachers' pedagogical needs are rare, and their impacts on these teachers are not so widely researched. This chapter reports the process of a one-year comprehensive induction program that is designed for 11 experienced teachers who are newly hired at the English preparation program of a highly competitive English medium university in Turkey and its impacts on the emotions of the participants. The study encompassed the concurrent embedded strategy of mixed methods approach. Data were collected through semi-structured interviews and the positive and negative affect schedule (PANAS-SF). The present study has supported multiple aspects of previous data regarding induction programs for beginning teachers and provided valuable findings supporting the benefits that comprehensive induction programs that provide coaching and mentoring can bring for experienced EFL teachers when they start working in a new institution.

Taking Responsibility for the Future

Although K–12 online education is becoming more common in the United States, there is still much we do not know about how K–12 online teachers are being prepared. Given that few teacher education programs include online pedagogy in their teacher training efforts, it becomes incumbent on states to find alternative ways to prepare teachers for virtual instruction. This chapter analyzes a nine-week orientation session that is part of an established, state-run induction program for prospective K–12 online instructors. Although the findings are specific to the program being studied, the authors believe they can serve as a model for educators in other states wishing to develop similar types of induction programs to meet the rising demand for K–12 online instruction in the United States.

Collegiality vs. Competition

Learning to work with others is a trait taught from the time children are in their early schooling. However, the concept of competition begins to form at the same time. This idea of competition continues to be a fire that burns brightly in some students, and the flames are often fanned by external forces: teachers, parents, students, counselors, college admissions programs, etc. Moving from public education to the collegiate classroom has not diminished the air of competition that is often present. Working within the academy has many of these same concepts embedded into its structure. New faculty members are expected to be prepared to be academics on day one. This includes in their teaching, scholarship, and service. This demand of constant production in all three areas can cause feelings of competition among faculty members. Within this chapter are demonstrated ways of applying the 5 Cs of collegiality to the university workplace as well as to doctoral induction programs, giving faculty the opportunity to assist them in the development of a mindset of collaboration over competition.

Entrepreneurship, Financial Literacy and Women: A Study of Street Vendors of Purulia District of West Bengal

The study targets the evaluation of financial literacy across poor and marginalized women engaged in entrepreneurial activities across major markets of Purulia town, West Bengal. The study revealed the significant poor performance of women entrepreneurs on Financial Literacy Score (FLS). Even a significant gap is also observed between the information about the financial systems and access to their instruments. The study suggests developing financial literacy through arrangements of induction programs and awareness camps among local entrepreneurs. Even the bank correspondence model can serve more efficiently through extending cooperation and trustworthiness.